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Comparison of blended learning model versus traditional lecturing outcomes among nursing students studying nursing administration course / Enas Hassan Saad ; Supervised Magda Abdalhamid Abdalfattah , Ahmed Mahmoud Fakhry

By: Contributor(s): Material type: TextTextLanguage: English Publication details: Cairo : Enas Hassan Saad , 2021Description: 220 , (21) Leaves : charts ; 30cmOther title:
  • مقارنة مخرجات نموذج التعلم المدمج مقابل التقليدى بين طلاب التمريض الذين يدرسون مقرر إدارة التمريض [Added title page title]
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Dissertation note: Thesis (Ph.D.) - Cairo University - Faculty of Nursing - Department of Nursing Services Administration Summary: Background: In nursing education, Blended Learning is becoming a more popular type of e-learning, and it's incredibly useful for the shift from traditional learning and teaching to e-learning. Aim: To compare between blended learning model and traditional lecturing outcomes among nursing students studying nursing administration course. Research design: This research used a quasi-experimental design.Setting: The study was conducted at the Faculty of Nursing{u2013} Cairo University. Sample: The study used a convenience sample of (No. 162) undergraduate nursing students who were enrolled in a "nursing administration" course during the first semester of 2019/2020. The study participants were divided into two groups as follows: the intervention group (no. 91) and the control (no. 71) group.Tools:The following four tools were employed to achieve the study's aim: I. Modified electronic learning readiness questionnaire; II. Quality perception of nursing administration course education questionnaire; III. Academic engagement questionnaire and IV. Academic achievement (GPA) checklist.The results: when it came to the quality of nursing administration course education, no statistical significance differences between intervention and control groups,in terms of academic engagement, no statistically significant differences were identified between the intervention and control groups. A statistically significant differences in Academic achievement (GPA) levels was found between the intervention and control groups of nursing students, in which intervention group of nursing students was having the highest mean score
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Item type Current library Home library Call number Copy number Status Date due Barcode
Thesis Thesis قاعة الرسائل الجامعية - الدور الاول المكتبة المركزبة الجديدة - جامعة القاهرة Cai01.17.03.Ph.D.2021.En.C (Browse shelf(Opens below)) Not for loan 01010110084198000
CD - Rom CD - Rom مخـــزن الرســائل الجـــامعية - البدروم المكتبة المركزبة الجديدة - جامعة القاهرة Cai01.17.03.Ph.D.2021.En.C (Browse shelf(Opens below)) 84198.CD Not for loan 01020110084198000

Thesis (Ph.D.) - Cairo University - Faculty of Nursing - Department of Nursing Services Administration

Background: In nursing education, Blended Learning is becoming a more popular type of e-learning, and it's incredibly useful for the shift from traditional learning and teaching to e-learning. Aim: To compare between blended learning model and traditional lecturing outcomes among nursing students studying nursing administration course. Research design: This research used a quasi-experimental design.Setting: The study was conducted at the Faculty of Nursing{u2013} Cairo University. Sample: The study used a convenience sample of (No. 162) undergraduate nursing students who were enrolled in a "nursing administration" course during the first semester of 2019/2020. The study participants were divided into two groups as follows: the intervention group (no. 91) and the control (no. 71) group.Tools:The following four tools were employed to achieve the study's aim: I. Modified electronic learning readiness questionnaire; II. Quality perception of nursing administration course education questionnaire; III. Academic engagement questionnaire and IV. Academic achievement (GPA) checklist.The results: when it came to the quality of nursing administration course education, no statistical significance differences between intervention and control groups,in terms of academic engagement, no statistically significant differences were identified between the intervention and control groups. A statistically significant differences in Academic achievement (GPA) levels was found between the intervention and control groups of nursing students, in which intervention group of nursing students was having the highest mean score

Issued also as CD

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